Correção de redações do ENEM em plataforma digital: um estudo de caso

• Ano de defesa: 2019
• Autor(a) principal: Francine de Souza Andrade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: ENEM; argumentação; plataforma virtual; correção de redações; Escrita Estudo e ensino; Redação Estudo e ensino; Tecnologia educacional; Línguas Estudo e ensino Inovações tecnológicas
• Link de acesso: http://hdl.handle.net/1843/LETR-BDQNTT

This research investigates a virtual writing website whose purpose is to assess argumentative essays, the writing genre of ENEM. It aims to analyze the online platform and to identify how online tutors have instructed the learners in developing their argumentative competence. In this case study, data was generated through a questionnary answered by 52 tutors, aiming to investigate which writing skills they consider as the most important ones Questions related to the concepts presented in the theoretical framework were also included, as well as tutors' reflection on the interaction with users during the assessment of their argumentative competence. The questions investigated the role of interaction in the learning of writing, from a perspective of writing as social practice. The results showed that the most important writing competence, according to 38.9% of respondents, is number 2, understanding the writing proposal. The second most important competence is the use of standard language, which received 22.2% of the votes of the investigated tutors. Only 20.4% of the respondents understand that argumentative competence is the most important. The comments included in the essays referring to one of the five competencies evaluated in ENEM, competence 3, were also analyzed. This includes the candidate's ability "to select, relate, organize and interpret information, facts, opinions, and arguments in defense of a point of view." The analysis of the assessment of 20 essays indicates that tutors instructed apprentices with standardized comments provided by VLE's software, but these proved to be insufficient to clearly instruct each aspect to be refined in those textual productions. Based on the results, I suggest a deep discussion on the teaching and learning of writing. I also indicate the need of future research to develop a new methodology for the teaching of Portuguese language writing.